Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
COGNITIVE PSYCHOLOGY IN AND OUT OF THE LABORATORY 6TH EDITION GALOTTI
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Chapter 4: Attention: Deploying Cognitive Resources
Test Bank
Multiple Choice
1. Results from dichotic listening studies indicate that, while a person is shadowing one message, he/she notices which of the following features of the unattended message?
a. whether it is speech or simply noise
b. whether it is spoken in English or Japanese
c. multiple repetitions of the same words
d. both the fact that it is speech and the language that is being spoken
Ans: a
Learning Objective: 4-2: Explain the theories that apply to selective attention
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
Cognitive Domain: Knowledge
Answer Location: Selective Attention
Difficulty Level: Easy
2. In a ______ task, a person listens to an audiotape and hears two separate messages presented simultaneously to the left and right ears.
a. filter
b. dichotic listening
c. bionic listening
d. sustained attention
Ans: b
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Answer Location: Selective Attention
Difficulty Level: Easy
3. Broadbent, in proposing his filter theory of attention, argued that an attentional filter lets some information through and blocks out the rest. This filter is based upon ______.
a. the meaning of the message
b. a physical characteristic of the message
c. the importance of the message
d. the language of the message
Ans: b
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Answer Location: Bottleneck Theories
Difficulty Level: Easy
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
4. The ______ theory of attention states that there is a very limited amount of information that can be attended to at one time; unattended information is blocked out.
a. filter
b. attenuation
c. schema
d. cocktail party
Ans: a
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Answer Location: Bottleneck Theories
Difficulty Level: Easy
5. Which of the following would NOT be a reasonable basis for filtering, according to Broadbent’s model?
a. whether the message was coming from your right or your left side
b. the pitch of the voice reading the message
c. the loudness of the voice reading the message
d. the language that the message was being read in
Ans: d
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Comprehension
Answer Location: Bottleneck Theories
Difficulty Level: Medium
6. Broadbent believed that you might be able to attend to two messages at once if ______.
a. you were concentrating very hard
b. both messages contained little information
c. both messages were important to you
d. there was no background noise in the room
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
Ans: b
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Comprehension
Answer Location: Bottleneck Theories
Difficulty Level: Medium
7. The “cocktail party effect” refers to the fact that shadowing performance is disrupted when ______ is embedded in the unattended message.
a. backward speech
b. the listener’s name
c. a section of repeated words
d. music
Ans: b
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Answer Location: Bottleneck Theories
Difficulty Level: Easy
8. When listening to a conversation, your attention is momentarily diverted when you hear your name spoken in a different conversation across the room. This is an example of ______.
a. filter effect
b. dichotic listening phenomenon
c. cocktail party effect
d. attenuation effect
Ans: c
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Comprehension
Answer Location: Bottleneck Theories
Difficulty Level: Medium
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
9. In Treisman’s (1960) classic experiment, participants were asked to shadow a message in one ear. At a certain point in the middle of the messages, the content of the first message and the second message were switched. What happened to shadowing performance?
a. Many participants switched ears and repeated a few words from the unattended ear without realizing that the messages had been switched.
b. Participants became confused and were unable to continue shadowing.
c. Many participants switched ears and repeated a few words from the unattended ear, then caught themselves and consciously switched back to the correct ear.
d. Participants reported hearing both messages and asked which one they were supposed to shadow.
Ans: a
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Answer Location: Bottleneck Theories
Difficulty Level: Easy
10. Treisman’s theory argues that “unattended” information is actually ______.
a. blocked by a mental filter
b. attenuated but not entirely blocked
c. never acquired in the first place
d. processed to the level of meaning, then repressed
Ans: b
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Answer Location: Bottleneck Theories
Difficulty Level: Easy
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
11. Wood and Cowan switched a passage in participants’ unattended ear to backward speech and reported that performance in shadowing the other ear ______.
a. was unaffected for all participants
b. included more errors for all participants during the time that the backward message was being played
c. included more errors for only the participants who did not notice the backward message
d. included more errors that peaked 10 to 20 seconds after the backward message began, for those that did notice the message
Ans: d
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Answer Location: Bottleneck Theories
Difficulty Level: Easy
12. Conway and colleagues discovered that research participants who detect their own names in an unattended message are likely to have ______.
a. lower working memory spans than those who do not
b. higher working memory spans than those who do not
c. lower IQ scores than those who do not
d. higher IQ scores than those who do not
Ans: a
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Answer Location: Bottleneck Theories
Difficulty Level: Easy
13. According to Treisman’s attenuation theory, the cocktail party effect occurs because ______.
a. words like your own name have permanently lowered thresholds for recognition
b. your name is primed by the context of the conversation
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
c. perception of expected information is easier than perception of unexpected information
d. its physical characteristics make it “stand out” from surrounding conversation
Ans: a
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Comprehension
Answer Location: Bottleneck Theories
Difficulty Level: Medium
14. According to Treisman, people tend to process ______.
a. only to the level of physical characteristics
b. only to the level of linguistic characteristics, separating it into words
c. at a semantic level, analyzing for meaning most of the time
d. only as much as is necessary to separate the attended from the unattended message
Ans: d
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Answer Location: Bottleneck Theories
Difficulty Level: Easy
15. The word “cat” is ______ by the phrase “The dog chased the….” That is, the word cat is especially ready to be recognized or attended to.
a. filtered
b. attenuated
c. primed
d. suggested
Ans: c
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Application
Answer Location: Bottleneck Theories
Difficulty Level: Medium
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
16. More recent research has suggested a move from a _____ to a ______ metaphor to explain the basic nature of attention.
a. bottleneck; filter
b. filter; bottleneck
c. bottleneck; spotlight
d. headlight; spotlight
Ans: c
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Answer Location: Spotlight Approaches
Difficulty Level: Easy
17. Which of the following factors does NOT influence the allocation of mental resources in Kahneman’s capacity model?
a. the state of arousal
b. the difficulty of the task
c. enduring dispositions
d. the lateness of selection
Ans: d
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Answer Location: Spotlight Approaches
Difficulty Level: Easy
18. In Kahneman’s model of attention, allocation of mental resources is affected by preferences for certain kinds of tasks over others. These preferences are known as ______.
a. enduring dispositions
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
b. arousal states
c. momentary intentions
d. late selection preferences
Ans: a
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Answer Location: Spotlight Approaches
Difficulty Level: Easy
19. Greater effort or concentration results in better performance on ______.
a. all tasks
b. tasks that require resource-limited processing
c. tasks that are data-limited
d. tasks that require vigilance
Ans: b
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Answer Location: Spotlight Approaches
Difficulty Level: Easy
20. According to ____ theory, we never actually acquire unattended material at all.
a. schema
b. bottleneck
c. attenuation
d. filter
Ans: a
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Answer Location: Schema Theory
Difficulty Level: Easy
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
21. In a study of inattentional blindness, Daniel Simons and colleagues presented an unexpected event, such as a woman with an umbrella crossing the room from left to right, to a group of participants who were trying to monitor the number of passes that a particular basketball team made in a film. When questioned later about “anything unexpected” that happened in the film, ______.
a. almost all participants noticed the woman with the umbrella
b. only participants with an easier pass-monitoring task noticed the woman
c. only participants with a more difficult pass-counting task noticed the woman
d. only about half of participants noticed the woman
Ans: d
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Answer Location: Inattentional Blindness
Difficulty Level: Easy
22. A person approaches you on the street and asks for directions. While you are talking, two people carry a door between you and the person to whom you are speaking. While the door is passing, the person you are talking to is replaced by a different person. If you are like the people in studies by Simons and Levin, you will ______.
a. immediately notice the change
b. only notice if the two people are of different heights
c. have only about a 50% chance of noticing the switch
d. only notice if the two people have noticeably different voices
Ans: c
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Application
Answer Location: Inattentional Blindness
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
Difficulty Level: Medium
23. Neuropsychological studies have indicated that patients with damage to the right parietal lobe
______.
a. cannot perceive objects on the left side of visual space
b. do not pay attention to objects on the left side of visual space
c. perceive and pay attention to objects on the left side of visual space, but cannot reproduce them in a drawing
d. can neither perceive nor pay attention to objects on the left side of visual space
Ans: b
Learning Objective: 4-6: Describe neuroscience research findings regarding attention
Cognitive Domain: Knowledge
Answer Location: Neural Underpinnings of Attention
Difficulty Level: Easy
24. Sensory neglect (also called hemineglect) occurs when patients suffer damage to the ______ lobe.
a. occipital
b. frontal
c. parietal
d. temporal Ans: c
Learning Objective: 4-6: Describe neuroscience research findings regarding attention
Cognitive Domain: Knowledge
Answer Location: Neural Underpinnings of Attention
Difficulty Level: Easy
25. Parts of the frontal, parietal, and subcortical lobes are involved in ______.
a. disengaging attention from where it was previously focused
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
b. implementing attention when a person has already decided where to focus
c. refocusing attention to a new stimulus
d. generating top-down instructions to the visual system
Ans: a
Learning Objective: 4-6: Describe neuroscience research findings regarding attention
Cognitive Domain: Knowledge
Answer Location: Neural Underpinnings of Attention
Difficulty Level: Easy
26. Which of these is true about attention deficit hyperactivity disorder?
a. It is more common in girls than in boys.
b. It affects 10%–15% of the general school-age population.
c. It involves an inability to be alert.
d. It involves an inability to inhibit an ongoing response such as talking or playing a game.
Ans: d
Learning Objective: 4-6: Describe neuroscience research findings regarding attention
Cognitive Domain: Knowledge
Answer Location: Networks of Visual Attention
Difficulty Level: Easy
27. Children with attention deficit hyperactivity disorder (ADHD) ______.
a. are more likely to be girls than boys
b. cannot devote mental resources to tasks
c. cannot switch attention from one task to another
d. cannot sustain vigilance on repetitive or dull tasks
Ans: d
Learning Objective: 4-6: Describe neuroscience research findings regarding attention
Cognitive Domain: Knowledge
Answer Location: Networks of Visual Attention
Difficulty Level: Easy
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
28. Studies of event-related potentials for attended and unattended tones indicate that ______.
a. ERPs are the same for attended and unattended stimuli, suggesting that the brain processes both types of stimuli at least to some degree
b. the amplitude of the waveform is larger for the right ear than the left, regardless of which ear is being attended to
c. the amplitude of the waveform is larger for the attended ear
d. the time lag of the peak waveforms suggests that the difference occurs in the ears, before the messages get to the brain
Ans: c
Learning Objective: 4-6: Describe neuroscience research findings regarding attention
Cognitive Domain: Knowledge
Answer Location: Event-Related Potentials and Selective Attention
Difficulty Level: Easy
29. In the Stroop effect, participants have difficulty correctly naming the color of ink that a word is written in when the word ______.
a. is unrelated to the topic of color
b. names the color of ink
c. names a color which is not the ink color
d. is not a word at all, but a pronounceable nonsense syllable
Ans: c
Learning Objective: 4-3: Analyze the possible explanations for the abilities of individuals to have divided attention
Cognitive Domain: Knowledge
Answer Location: The Stroop Task
Difficulty Level: Easy
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
30. Stroop interference peaks at around the age of ______ years.
a. 3
b. 8
c. 20
d. 60 Ans: b
Learning Objective: 4-3: Analyze the possible explanations for the abilities of individuals to have divided attention
Cognitive Domain: Comprehension
Answer Location: The Stroop Task
Difficulty Level: Easy
31. Stroop interference lessens when participants are ______.
a. better readers
b. given more practice at naming colors
c. girls rather than boys
d. encouraged to focus carefully
Ans: b
Learning Objective: 4-3: Analyze the possible explanations for the abilities of individuals to have divided attention
Cognitive Domain: Comprehension
Answer Location: The Stroop Task
Difficulty Level: Medium
32. Which of the following is a characteristic of an automatic process?
a. It only occurs intentionally.
b. It gives rise to conscious awareness.
c. It does not interfere with other activities.
d. It requires mental filtering.
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
Ans: c
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Comprehension
Answer Location: Automatic Versus Attentional (Controlled) Processing
Difficulty Level: Medium
33. Cognitive psychologists use all of the following as criteria for determining whether an activity is automatic EXCEPT whether it ______.
a. occurs intentionally
b. gives rise to conscious awareness
c. interferes with other activities
d. requires mental filtering
Ans: d
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Comprehension
Answer Location: Automatic Versus Attentional (Controlled) Processing
Difficulty Level: Medium
34. In Schneider and Shiffrin’s classic study of visual search for targets, which of the following variables DID have an effect on processing in the consistent-mapping condition?
a. the length of time each array was displayed
b. the number of distracters in the array
c. the number of targets the subject was asked to find
d. both the number of distracters and the number of targets
Ans: a
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Knowledge
Answer Location: Automatic Versus Attentional (Controlled) Processing
Difficulty Level: Easy
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
35. In Schneider and Shiffrin’s classic study of visual search for targets, which of the following variables DID have an effect on processing in the varied-mapping condition?
a. memory set size
b. frame size
c. frame time
d. all of these
Ans: d
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Knowledge
Answer Location: Automatic Versus Attentional (Controlled) Processing
Difficulty Level: Easy
36. Which of the following is true regarding controlled processing?
a. It is used with routine or familiar tasks.
b. It usually operates in parallel.
c. It requires attention.
d. It is unaffected by massive amounts of practice.
Ans: c
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Comprehension
Answer Location: Automatic Versus Attentional (Controlled) Processing
Difficulty Level: Medium
37. Which of the following is an example of a controlled process, for most people?
a. driving
b. reading
c. playing a well-practiced video game
d. sending a telegraph message
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
Ans: d
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Comprehension
Answer Location: Automatic Versus Attentional (Controlled) Processing
Difficulty Level: Medium
38. Treisman’s feature integration theory argues that ______.
a. we perceive objects in two distinct stages
b. we can only process one piece of information at a time
c. we have a flexible capacity for processing information
d. controlled processes do not interfere with each other the way automatic processes do
Ans: a
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Knowledge
Answer Location: Feature Integration Theory
Difficulty Level: Easy
39. In the second stage of feature integration theory, we ______.
a. register features of objects such as their shape or color
b. combine features into unified objects
c. break unified objects down into identifiable features
d. switch from serial to parallel processing
Ans: b
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Knowledge
Answer Location: Feature Integration Theory
Difficulty Level: Easy
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
40. In Treisman’s experiments on feature integration, the number of distracters did not matter when participants were asked to spot ______.
a. an S among Ts and Xs
b. a green X among green Os and pink Xs
c. a pink T among blue Ts and pink Xs
d. a blue T among blue Xs and green Ts
Ans: a
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Knowledge
Answer Location: Feature Integration Theory
Difficulty Level: Easy
41. Glancing out your window, you notice a woman in a blue coat walking with a child in a red coat. Later, you recall seeing a child in a blue coat. You have fallen victim to the phenomenon known as ______.
a. the Stroop effect
b. illusory conjunction
c. automatic processing
d. the bottleneck effect
Ans: b
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Application
Answer Location: Feature Integration Theory
Difficulty Level: Medium
42. Certain stimuli seem to jump off the page at the viewer, causing an involuntary shift of attention that is referred to as ______.
a. the Stroop effect
b. attentional capture
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
c. attenuation
d. the cocktail party effect
Ans: b
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Knowledge
Answer Location: Attentional Capture
Difficulty Level: Easy
43. The phenomenon of attentional capture ______.
a. primarily depends upon the perceiver’s goals
b. is driven almost entirely by the properties of the stimulus
c. can be overridden by top-down processes under certain circumstances
d. is driven by the stimulus but can be overridden by top-down processes
Ans: d
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Knowledge
Answer Location: Attentional Capture
Difficulty Level: Easy
44. Spelke, Hirst, and Neisser attempted to teach participants to simultaneously take dictation and read with comprehension. Their results suggests that ______.
a. no amount of practice can teach people to do two things at once without a drop in performance
b. people could eventually reach accurate performance on the dictation task, but reading comprehension still suffered
c. people could eventually reach accuracy in reading comprehension, but in doing so they sacrificed accuracy in dictation
d. after 6 weeks of practice, people could simultaneously take dictation accurately and read with normal comprehension
Ans: d
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
Learning Objective: 4-3: Analyze the possible explanations for the abilities of individuals to have divided attention
Cognitive Domain: Knowledge
Answer Location: Dual-Task Performance
Difficulty Level: Easy
45. Which of the following provides the most likely explanation for the findings of Spelke, Hirst, and Neisser (in which participants learned to simultaneously take dictation and read with comprehension)?
a. Participants learned to alternate between the two tasks.
b. The reading task became automatic with practice.
c. The dictation task became automatic with practice.
d. Participants learned to combine the two specific tasks.
Ans: d
Learning Objective: 4-3: Analyze the possible explanations for the abilities of individuals to have divided attention
Cognitive Domain: Comprehension
Answer Location: Dual-Task Performance
Difficulty Level: Medium
46. According to the attention hypothesis of automatization, attention ______.
a. is needed during the practice phase of a task
b. determines what gets learned during practice
c. determines what will be remembered from the practice
d. all of these
Ans: d
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Knowledge
Answer Location: The Attention Hypothesis of Automatization
Difficulty Level: Medium
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
47. Driving simulator studies suggest that ______.
a. cell phone use increases the probability of missing a red light
b. cell phone use decreases reaction time to red lights
c. listening to the radio increases the probability of missing a red light
d. listening to the radio decreases reaction time to red lights
Ans: a
Learning Objective: 4-1: Recognize how the cognitive process of attention applies to the task of driving a car
Cognitive Domain: Knowledge
Answer Location: Divided Attention Outside the Laboratory: Cell Phone Usage While Driving
Difficulty Level: Easy
48. Research suggests that talking on a cell phone while driving ______.
a. does not cause errors or slow reaction time
b. does not slow reaction time any more than does listening to the radio
c. causes significantly more errors and slows reaction time significantly more than listening to the radio.
d. does not impair driving as long as the driver is using a “hands-free” telephone
Ans: c
Learning Objective: 4-1: Recognize how the cognitive process of attention applies to the task of driving a car
Cognitive Domain: Knowledge
Answer Location: Divided Attention Outside the Laboratory: Cell Phone Usage While Driving
Difficulty Level: Easy
49. Which of the following is NOT true about distracted driving?
a. Having a passenger in the car results in less accident risk than driving alone.
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
b. About one in six fatal vehicle accidents involves distracted driving.
c. Most drivers who text only do so while at a stop sign or stop light.
d. Seventy percent of undergraduates report sending text messages while driving.
Ans: c
Learning Objective: 4-1: Recognize how the cognitive process of attention applies to the task of driving a car
Cognitive Domain: Knowledge
Answer Location: Divided Attention Outside the Laboratory: Cell Phone Usage While Driving
Difficulty Level: Easy
50. Research on divided attention suggests that ______.
a. some people can multitask without any drop in performance
b. there are no limits on the number of things that we can successfully do at once
c. as individual tasks become more demanding, multitasking becomes more efficient
d. if you think that you are doing two things simultaneously, you are probably really rapidly switching attention back and forth between the two
Ans: d
Learning Objective: 4-1: Recognize how the cognitive process of attention applies to the task of driving a car
Cognitive Domain: Comprehension
Answer Location: Divided Attention Outside the Laboratory: Cell Phone Usage While Driving
Difficulty Level: Medium
51. Mindful meditation’s link to attention could best be described by _____
a. its activation of the prefrontal cortex
b. the fact that everything is quiet
c. being nonjudgmental
d. increasing an individual’s optimism
Ans: a
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
Learning Objective: 4-5: Evaluate the role that mindfulness meditation plays in controlling attention
Cognitive Domain: Knowledge
Answer Location: Controlling Attention
Difficulty Level: Easy
52. What characterizes hemineglect?
a. Patients forget about one hemisphere of their brain.
b. Patients tend to ignore information processed through a damaged hemisphere.
c. Patients fail to use certain cognitive processes results in brain damage.
d. Patients can no longer identify spherical shapes.
Ans: b
Learning Objective: 4-6: Describe neuroscience research findings regarding attention
Cognitive Domain: Knowledge
Answer Location: Neural Underpinnings of Attention
Difficulty Level: Easy
53. A patient with right parietal hemineglect is asked to draw a five pointed star. You would most expect which part of the drawing to be missing?
a. the top point of the star
b. the right arm of the star
c. the left arm of the star
d. the bottom feet of the star
Ans: c
Learning Objective: 4-6: Describe neuroscience research findings regarding attention
Cognitive Domain: Application
Answer Location: Neural Underpinnings of Attention
Difficulty Level: Medium
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
54. If a participant attends to an auditory stimulus, you would expect their ERP results to show .
a. no electrical activity
b. lower amplitude activity than an unattended stimulus
c. higher amplitude activity than an unattended stimulus
d. the same activity as an unattended stimulus
Ans: c
Learning Objective: 4-6: Describe neuroscience research findings regarding attention
Cognitive Domain: Application
Answer Location: Event-Related Potentials and Selective Attention
Difficulty Level: Medium
55. An ERP taken while a participant is played auditory stimuli through headphones shows high amplitude signals in response to a stimulus played in the left ear channel. This suggests the stimulus was ______.
a. unattended to
b. not heard at all
c. able to be identified
d. attended to
Ans: d
Learning Objective: 4-6: Describe neuroscience research findings regarding attention
Cognitive Domain: Comprehension
Answer Location: Event-Related Potentials and Selective Attention
Difficulty Level: Medium
56. ERP signals associated with attention should be visible by about _____ ms after stimulus presentation.
a. 100
b. 500
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
c. 1000
d. 5000
Ans: a
Learning Objective: 4-6: Describe neuroscience research findings regarding attention
Cognitive Domain: Knowledge
Answer Location: Event-Related Potentials and Selective Attention
Difficulty Level: Easy
57. During an ERP task, a researcher notices that there were no large amplitude responses to several stimuli that participants listen to, even after 1000ms What does this suggest about the amount of attention that was paid to the stimuli?
a. Participants paid attention to the stimuli.
b. Participants did not pay attention to the stimuli.
c. Nothing. The researcher needs to wait longer to observe the ERP.
d. Nothing. The researcher should look for low-amplitude responses.
Ans: b
Learning Objective: 4-6: Describe neuroscience research findings regarding attention
Cognitive Domain: Analysis
Answer Location: Event-Related Potentials and Selective Attention
Difficulty Level: Hard
58. Neisser’s schema theory of attention posits that we _____ .
a. pay the most attention to things we expect
b. pay the most attention to things that are unexpected
c. attend to all objects and events unequally
d. have difficulty attending to things that are new
Ans: a
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
Answer Location: Schema Theory
Difficulty Level: Easy
59. Dividing your attention between two tasks is easiest when ____
a. you are learning the tasks for the first time
b. the tasks are in the same modality
c. one task has been practiced previously
d. the tasks only engage one attention stream
Ans: c
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Knowledge
Answer Location: Automaticity and the Effects of Practice
Difficulty Level: Easy
60. Which of the following best explains why we refer to attention as a spotlight?
a. Attention cognitively illuminates everything within the visual field.
b. Attention cannot focus on more than one thing at a time.
c. Attention can only be used in one modality such as vision.
d. Attention is consciously controlled and can switch its target.
Ans: d
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Comprehension
Answer Location: Spotlight Approaches
Difficulty Level: Medium
61. Of the following, which metaphor do we usually use to refer to attention?
a. spotlight
b. flashlight
c. street light
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
d. gaslight
Ans: a
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Answer Location: Spotlight Approaches
Difficulty Level: Easy
62. As a cognitive process, attention would NOT be affected by which of the following?
a. practice
b. the task
c. color
d. intent
Ans: c
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Comprehension
Answer Location: Automaticity and the Effects of Practice
Difficulty Level: Medium
63. Which of the following findings is NOT accurate with respect to dual task performance observed during cell phone use while driving?
a. Participants have difficulty tracking information in a conversation while driving.
b. Participants and passengers moderate their speech during difficult driving obstacles.
c. Participants’ attention or driving skill is not affected by listening to a radio broadcast.
d. Participants are just as distracted by talking on the phone as they are by talking to a passenger.
Ans: d
Learning Objective: 4-1: Recognize how the cognitive process of attention applies to the task of driving a car
Cognitive Domain: Knowledge
Answer Location: Divided Attention Outside the Laboratory: Cell Phone Usage While Driving
Difficulty Level: Easy
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
64. Who would you expect to be least affected by the Stroop effect?
a. a 5-year-old
b. a teenager
c. a college student
d. a 40-year-old
Ans: a
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Knowledge
Answer Location: The Stroop Task
Difficulty Level: Easy
65. According to Treisman’s Feature Integration Theory, which of the following should be processed or attended to the slowest?
a. color
b. identity
c. shape
d. orientation
Ans: b
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Application
Answer Location: Feature Integration Theory
Difficulty Level: Medium
66. Based on Treisman’s Feature Integration theory, which combination of experimental conditions should produce the longest reaction times?
a. asking participants to identify a single feature with many items in the display
b. asking participants to identify a single feature with few items in the display
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
c. asking participants to identify a combination of features with many items in the display
d. asking participants to identify a combination of features with few items in the display
Ans: c
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Comprehension
Answer Location: Feature Integration Theory
Difficulty Level: Medium
67. Treisman and Schmidt (1982) found that when participants’ attentional resources were strained, they sometimes incorrectly integrated feature information across objects resulting in mixed perceptions. This is known as a(n) _____
a. conjunction fallacy
b. combinatorial conjunction
c. illusory correlation
d. illusory conjunction
Ans: d
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Answer Location: Feature Integration Theory
Difficulty Level: Easy
68. In their classic Feature Integration findings, Treisman and Gelade (1980) found that feature searches (searches involving primitive single features such as color) were _____ and affected by the number of distractors than conjunction searches (searches involving combinations of features).
a. slower; more
b. slower; less
c. faster; more
d. faster; less
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
Ans: d
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Answer Location: Feature Integration Theory
Difficulty Level: Easy
69. The cocktail party effect, where you are likely to hear your name even an unattended stream of speech, would best be explained by which model of attention?
a. automatic
b. filter
c. social
d. attenuation
Ans: d
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Comprehension
Answer Location: Bottleneck Theories
Difficulty Level: Medium
70. Of the following, whom would you expect to be most susceptible to inattentional blindness?
a. an individual with less working-memory capacity
b. an individual with greater working-memory capacity
c. an individual with greater executive functioning capacity
d. an individual with less focus on individual items
Ans: a
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Comprehension
Answer Location: Inattentional Blindness
Difficulty Level: Medium
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
71. The ______ theory of attention states that there is a very limited amount of information that can be attended to at one time; unattended information is almost completely blocked and is not processed further except for some physical/acoustical properties.
a. filter
b. attenuation
c. schema
d. divided attention
Ans: a
Learning Objective: 4-3: Analyze the possible explanations for the abilities of individuals to have divided attention
Cognitive Domain: Knowledge
Answer Location: Bottleneck Theories
Difficulty Level: Easy
72. Studies in which many participants fail to notice the presence of a gorilla or that two people switch places while being asked to engage in some other task (such as counting how many balls were passed or giving directions) is best considered an example of which of the following?
a. inattentional blindness
b. prosopagnosia
c. filtering
d. masking
Ans: a
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Answer Location: Inattentional Blindness
Difficulty Level: Easy
73. Which of the following is NOT an expected consequence of the attention hypothesis of automatization?
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
a. Attention is needed to learn from practice.
b. Attention determines what is remembered.
c. Attentional learning is specific to tasks and stimuli
d. Attention is only useful for tests of performance
Ans: d
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Comprehension
Answer Location: The Attention Hypothesis of Automatization
Difficulty Level: Medium
74. Logan and Etherton (1994) presented participants with pairs of words and later asked them to identify particular targets. Target words were sometimes paired with the same word or different words. Their results show that _____ .
a. using a target word in the same pair several times improved performance
b. using a target word in many different pairs improved performance
c. asking participants to state the color a target word was written in improved performance
d. participants could always easily discriminate target words because the task was too easy
Ans: a
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Knowledge
Answer Location: The Attention Hypothesis of Automatization
Difficulty Level: Easy
75. Which of the following is NOT a component of automatic processing?
a. processing that occurs without attention
b. processing that is not subject to error
c. processing that occurs outside of conscious awareness
d. processing that does not interfere with other cognitive functions
Ans: b
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Comprehension
Answer Location: Automatic Versus Attentional (Controlled Processing)
Difficulty Level: Medium
76. Which of the following is an example of attentional capture?
a. The sudden appearance of a stimulus from outside of your visual field distracts you.
b. You are able to more quickly identify colors, shapes, and orientation than complex objects.
c. You require fewer attentional resources to complete a task the more you practice it.
d. It is difficult for you to focus on more than one complicated task at a time.
Ans: a
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Application
Answer Location: Attentional Capture
Difficulty Level: Medium
77. What does it mean to modulate your attention?
a. Attention is unconsciously pulled from one item to another.
b. An individual’s total attentional capacity is increased or decreased.
c. Attentional resources are increased or decreased to meet environmental demands.
d. Attention is modified to an inactive state.
Ans: c
Learning Objective: 4-1: Recognize how the cognitive process of attention applies to the task of driving a car
Cognitive Domain: Comprehension
Answer Location: Divided Attention Outside the Laboratory: Cell Phone Usage While Driving
Difficulty Level: Medium
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
78. Easy tasks are more likely to use _____ processing and difficult tasks are more likely to use processing.
a. automatic; automatic
b. controlled; controlled
c. controlled; automatic
d. automatic; controlled
Ans: d
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Knowledge
Answer Location: Automatic Versus Attentional (Controlled Processing)
Difficulty Level: Easy
79. Which of the following would be an example of priming?
a. When counting, you are especially likely to pay attention to prime numbers.
b. When two images are flashed briefly in your visual fields, you are always equally likely to notice both.
c. When an object is unexpected in the environment, you immediately recognize it.
d. Hearing the word “bread” makes it more likely that you’ll recognize the word “butter.”
Ans: d
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Comprehension
Answer Location: Bottleneck Theories
Difficulty Level: Medium
80. In her experiments supporting her attentuation theory of attention, Treisman used the _____ to show that multiple streams of information can be processed even if they do not always rise to the level of conscious awareness.
a. dichotic listening task
b. Stroop task
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
c. gorilla paradigm
d. mindfulness meditation
Ans: a
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Answer Location: Bottleneck Theories
Difficulty Level: Easy
True/False
1. The “cocktail party effect” refers to your inability to notice other conversations in the room when you are attentively listening to one conversation.
Ans: F
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Comprehension
Answer Location: Bottleneck Theories
Difficulty Level: Medium
2. According to Kahneman, arousal affects the availability of mental resources for a task.
Ans: T
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Answer Location: Bottleneck Theories
Difficulty Level: Easy
3. Studies of inattentional blindness have shown that only 44% of people paying attention to a counting task will notice a person in a gorilla suit walking through the room.
Ans: T
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Answer Location: Inattentional Blindness
Difficulty Level: Easy
4. A patient with hemineglect may fail to wash one side of her face, or may eat from only one side of the plate.
Ans: T
Learning Objective: 4-6: Describe neuroscience research findings regarding attention
Cognitive Domain: Comprehension
Answer Location: Neural Underpinnings of Attention
Difficulty Level: Medium
5. The Stroop task involves an inability to read color names.
Ans: F
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Comprehension
Answer Location: The Stroop Task
Difficulty Level: Medium
6. About 3%–5% of school-aged children suffer from ADHD.
Ans: T
Learning Objective: 4-6: Describe neuroscience research findings regarding attention
Cognitive Domain: Knowledge
Answer Location: Networks of Visual Attention
Difficulty Level: Easy
7. Automatic processes involve intention and conscious awareness.
Ans: F
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Knowledge
Answer Location: Automatic Versus Attentional (Controlled Processing)
Difficulty Level: Easy
8. Attentional capture is a voluntary process.
Ans: F
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Knowledge
Answer Location: Attentional Capture
Difficulty Level: Easy
9. Attention determines what gets learned during practice of a task.
Ans: T
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Comprehension
Answer Location: The Attention Hypothesis of Automatization
Difficulty Level: Medium
10. Talking to a passenger in a car is just as dangerous as talking on a cell phone while driving.
Ans: F
Learning Objective: 4-1: Recognize how the cognitive process of attention applies to the task of driving a car
Cognitive Domain: Analysis
Answer Location: Divided Attention Outside the Laboratory: Cell Phone Usage While Driving
Difficulty Level: Comprehension
Essay
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
1. Describe an experimental finding that causes problems for filter theories of attention.
Ans: Any finding that suggests that we do process unattended information to some degree for example, the cocktail party effect, or the fact that we switch attention during a shadowing task to follow the meaning of a story.
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Knowledge
Answer Location: Bottleneck Theories
Difficulty Level: Easy
2. What types of information have lowered thresholds, according to Treisman’s attenuation theory?
Ans: Some words have permanently lowered thresholds, like your name or danger signals. Some words are primed by their context, and thus have temporarily lower thresholds.
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Comprehension
Answer Location: Bottleneck Theories
Difficulty Level: Medium
3. Describe how the metaphor of a spotlight applies to attention.
Ans: Just as you can move a spotlight from one area of a stage to another, so you can shift your attention. A spotlight illuminates best at its center, and cognitive processing is also best for the task to which you are directing your attention. Attention, like a spotlight, has fuzzy boundaries.
Learning Objective: 4-2: Explain the theories that apply to selective attention
Cognitive Domain: Analysis
Answer Location: Bottleneck Theories
Difficulty Level: Hard
Instructor Resource
Galotti, Cognitive Psychology: In and Out of the Laboratory, 6e SAGE Publishing, 2018
4. Discuss why the Stroop effect would peak at around second or third grade.
Ans: Stroop interference occurs because reading is automatic, while color naming is less well practiced. Reading skills develop to the level of being automatic during second or third grade. Before that point, reading is not well developed and requires effort and attention, so children will be able to ignore the words to concentrate on naming the colors.
Learning Objective: 4-4: Discuss how automaticity and practice affect cognitive processing
Cognitive Domain: Comprehension
Answer Location: The Stroop Effect
Difficulty Level: Medium
5. Why would talking to a passenger not be as bad as talking on a cell phone while driving?
Ans: Passengers can see the road conditions just as the driver does, and they tend to adapt their conversation to the demands of the road. They might quit talking for a while, or change their topic to something less important, when there is fog or a detour or heavy traffic. Cell phone conversation partners cannot do this.
Learning Objective: 4-1: Recognize how the cognitive process of attention applies to the task of driving a car
Cognitive Domain: Analysis
Answer Location: Divided Attention Outside the Laboratory: Cell Phone Usage While Driving
Difficulty Level: Hard
